Leah Kuypers Handouts Zones of Regulation

The Zones of Regulation
12/15/2014
A Framework to Address
Self-Regulation & Emotional Control
Leah Kuypers M.A. Ed., OTR/L
Occupational Therapist, Creator, Consultant
www.zonesofregulation.com
The Big Picture

Understanding Self-Regulation
-Development
-Components
-Viewing behavior
How to Build Regulation Skills:
Background info
Increasing awareness
Tools
Implementing
Assessment/Data Collection
Self-Regulation
The ability to adjust level of alertness AND
direct how emotions are revealed
behaviorally in socially adaptive ways
in order to achieve goals.
-Adapted from work of Clair Kopp
Encompasses:
Self-control
Resiliency
Self-management
Anger management
Impulse control
Sensory Regulation
Copyright Leah Kuypers, 2014
-Bronson, 2000
12/15/2014
Development of Self-Regulation
Initial Behavior Strategies
Motor actions
Sensory-motor strategies
Progress into Language Strategies

Words and symbols to regulate arousal
Organize actions
Express emotional state
Negotiate concerns
-Greenspan, S. (1997)
-The SCERTS Model, Prizant et al. (2006)
Development of Self-Regulation
Final level- Metacognitive Strategies
Internalizing a dialog
Reflect on cognitive processes that support
organization, decrease anxiety, modulate
attention and arousal
Recognize anothers perspective and social
conventions
Support/guidance (verbal techniques, sensitivity,
expectations) from caregivers is key in
development of these strategies -The SCERTS Model, Prizant et al.
Milestones of Self-Regulation
By 2 years of age:
Children are able to delay actions when requested
by caregivers
Begin to behave according to caregivers or social
expectations without external motivators
By 3 years of age:
Express emotions- a hallmark of co-regulation
During Pre-School years:

Gain greater flexibility
Begin to use rules to guide behavior
Produce strategies to reduce tension and able to
reflect on behavior
Milestones Continued
Kindergarten: Year to get
on all students on level
playing field
2nd Grade: Shift in
responsibility to students
managing their own
needs with greater
independence
Brain continues to
develop into midtwenties
Jordan will selfregulate with

100% accuracy
across 3
environments
with 1 or less
prompt 4 out of 5
trials.
Goal ideas offered in the Zones of Regulation curriculum book.
Brains Potential Effects on Behavior

Deep Limbic System: Bonding and mood
center. Associated with negative thoughts.
Basal Ganglia: Controls body idling speed.
Associated with anxiety and concentration.
Prefrontal Cortex: Supervisor of the brain
where executive functioning occurs.
Cingulate: Gear shifter- makes you get stuck
on certain thoughts/behaviors.
Temporal Lobes: Understanding language and
facial recognition. Associated with temper
flare-ups and rapid mood shifts.
12/15/2014
Research on Self-Regulation
Higher academic achievement is more likely
when interventions include self-regulation
components -Blair & Razza, 2007
Self-regulation abilities have a stronger
correlation with school readiness than IQ or
entry-level reading or math skills -Blair, 2002. 2003;
Normandeau & Guay, 1998
Research shows that teachers can have a

positive effect on students self-regulation
skills
-Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000
Components of Self-Regulation
1. Sensory Processing and

Modulation
2. Executive Functioning
3. Emotional Regulation
4. Social Cognition
12/15/2014
Hidden Senses
Vestibular Sense
Processes movement and the bodys relationship
to gravity
Proprioceptive Sense
Provides information on bodys position in space
and amount of force needed to grade movements
Sensory Processing
Information is registered through the senses
Central nervous system orients to and interprets
sensory input
Determine if response is needed
Influences our level of arousal
Modulating our Senses

Each sense is set differently to what feels just
right
Just-right will vary person to person
Some senses may be hyper-responsive
meaning a very little amount of a sensation
can be over-stimulating so person avoids
Other senses can be hypo-responsive meaning
it takes a lot of a sensation before a person
feels just-right so person seeks
Sensory Diet/Lifestyle set up by an OT can
help with modulating the students senses
12/15/2014
12/15/2014
Sensory Preferences and Lifestyle

Place an X indicating how you perceive each sense & provide examples for each under
Avoiding to Seeking Scale

Proprioception
Contact sports, rough housing, cuddling
Vestibular
Hiking, skiing, moving during seated tasks
Taste
Spicy food, daily coffee, love ethnic food, chew gum
Smell
Enjoy perfume, scented lotions, candles
Touch
Tolerates most textures and touch
Visual
Can become overwhelmed in really chaotic environment
Auditory
Like to work with background noise, enjoys concerts
Avoiding
Neutral
Seeking
Typical Classroom
Sensations
Executive Functioning
Umbrella term that describes the cognitive
process involved in the conscious control of
thoughts and actions
-Leibermann et al., 2007
EF skills have been closely linked to academic

success in school-age children -Bull & Scerif, 2001; Gathercole
et al., 2005; Kibby et al., 2004; Zametkin & Ernst, 1999.
Executive Functions
Effecting Regulation
Attention shifting: Swiftly switching back
and forth between mental tasks
Flexibility: Consider multiple options, revise
plans, adapt to change
Working Memory: Reflect on past
experiences and code new information to
help predict what you may experience
EFs Effect Regulation Cont.

Self-Talk: Internal speech
used to guide behavior
Impulse Control: Thinking before acting
Planning: Seeing the end result and
problem solving the hurdles along the way.
Emotional Regulation
Monitoring, evaluating, and modifying the
intensity and temporal features of ones
emotional response
Involves processes both Intrinsic and Extrinsic
that are responsible for controlling the
emotional reactions in order to meet ones
goals
12/15/2014
12/15/2014
Physiological state/arousal level colors our
perceptions and experiences
Involuntary emotions elicited, then modulated
by executive functions to account for:
social perspective taking
motivation
objectivity
Children learn it is socially appropriate to

replace negative emotional states with
positive ones
Social Cognition &

Theory of Mind
The ability to understand that others thoughts,
feelings and experiences differ from yours.
Critical in being able to regulate your behavior
to social demands, sustain play and have
meaningful conversation.
Uta Frith and Simon Baron Cohen
Curriculum designed to teach students how the

social world works rather than simply state social
skills and rules
Explores concept of thinking about others in the
shared environment to help guide interactions and
behavior
Students learn to regulate their own behavior based
on the other peoples thoughts and expectations
Leads to generalized social skills, competency and
independence
Michelle Garcia Winner, 2005
www.socialthinking.com
12/15/2014
Integration of Social Thinking

Concepts in Zones Curriculum
Expected vs. Unexpected related to Zones
Good thoughts vs. uncomfortable thoughts
Your behavior changes my thoughts and
feelings
Social Behavior Maps
Size of the Problem
Superflex
Understanding Behavior
Kids do well if they can!
The demands placed
upon us outstrips our
capacity to cope.
Collaborative Problem
Solving
Discover lagging skills
Ross Greene
www.livesinthebalance.org
Our Well of Coping Capacity

Reservoir always changing
Some more abundant then
others
Some days better than
others
Empathize, support and
teach rather than punish,
shame and demean
12/15/2014
A framework to simplify how we think about and

manage our feelings and states.
The
Framework
What it IS
What it ISNT
A teaching tool
A discipline model
A thinking framework
A behavior approach
A way to nurture
development of skills
A way to shame for

negative behavior
Supportive in nature
Punitive in nature
Feelings and States determines

Zone
Expression of Zone determines if

Expected or Unexpected
Graphic credit to Attention Magazine, Oct. 2012
Goals of The
12/15/2014
Curriculum
To teach the students:

Identify their feelings and levels of
alertness
Effective regulation tools
When and how to use tools
Problem solve positive solutions
Understand how their behaviors
influence others thoughts and feelings
And ultimately
Independent Regulation!
What Was Needed:

A tool to help students regulate their
emotions as well as sensory needs
Strategies to address lagging skills in executive
functioning and social cognition
A systematic, visual way to classify the
different ways we feel
A simple, concrete tool that is easy to refer to
and understand
Incorporated Ideas From:
The Incredible 5-Point Scale, by Kari Dunn Buron & Mitzi Curtis
Cognitive Behavior Management Theory
Social Thinking, by Michelle Garcia Winner
Systemitizing Theory, by Simon Baron-Coen
Central Processing Theory, by Uti Frith
The Alert Program, by M.S. Williams & S. Shellenberger
Evidence Based Practice v.s.

Practice Based on Evidence
Zones Concept is grounded by science and based on

immense evidence:
Central Coherence Theory
Theory of Mind
Systemizing Theory
Self-Management
Cognitive Behavior Management
Social Thinking
Literature Review on www.zonesofregulation.com
Featured as a Promising Practice in Attention Magazine
(October, 2012) and in AOTAs SISIS
Qualitative Evidence and positively reviewed by experts
Four
S used to describe levels

of alertness and feelings:
sad, sick, tired or bored.

in control, calm, happy,
ready to learn.
more intense emotions &
states but able to maintain control, worried,
frustrated, silly, excited, scared, overwhelmed
is out of control, elated, angry,
wild, or terrified.
Important Points
There is no bad zone
All of the zones are expected in different times
and circumstances
Learn to manage ones zone according to
personal goals, social context and
environmental demands
Create a culture where everyone experiences
the Zones
You can be in more than one zone at a time
Some emotions can fall into more than 1 zone
12/15/2014
Where to Start?
Lesson 1 and Adaptations:

Introducing Students to The Zones
Become familiar
with The Zones
Increase emotions
vocabulary
Increase
recognition of
facial expressions
12/15/2014
12/15/2014
Using Childrens Literature

Match character to
corresponding zone
Make connections:
Tell me about a
time you felt
Show me how
looks on you.
Teaching Zones to
Younger Children
2 basic emotions per Zone
Pair 2-3 tools for each Zone
Create a routine to follow
What Zone Are You In?
The Friend Ship by Erica Bland
Songs to encourage social
communication and emotional
regulation in young children
Available on Amazon, iTunes &
http://thefriendshipforkids.com/
Visuals for
Students to
Check-In
Check In
Assessing students awareness
Zones Flip Book for Desk
Is it Get Back to Green or

Manage the Zone one is in?
We CANT change the way students feel, we CAN help
them manage those feeling states
Talk about the expected Zone for the social and
environmental context
Compare the Zone student is in verse the Zone of the
Context
Help student problem solve tools to manage their Zone
to keep those around them comfortable and meet their
goals.
NEVER make them feel bad about the Zone they are in.
Support them in controlling the feelings they have.
12/15/2014
Supporting Students in
Managing their Zones
1. Check your Zone
2. Is it expected or Unexpected?
3. What is a (yellow) zone tool to manage
it?
OR
1. What Zone is Expected here?
2. What Zone are you in?
3. Can you think of a tool to help you in
your Zone so everyone is comfortable
and you meet your goals?
Exploring Emotions & Zones in Others
Pairing facial expressions with

emotions
Gain awareness of how others
perceive people in the different
Zones
Understand how ones behavior
can change/affect others feelings
and Zones
Learning to ID
Zones in Self
Me in the
2nd Grade
Student
12/15/2014
Building Awareness
Voice tone, rate, volume

Heart rate and breathing
Thinking abilities and patterns
Facial expressions
Body language
Gestures/actions
Muscle tension
Draw a Picture of Self

in Each of
the Four Zones
Me in the
8th Grade Student
Learning activities
tailored to
different ability
levels
12/15/2014
12/15/2014
Social Behavior Maps (SBM)

Manage your Zone to match what is
expected for that environment/context
Allows students to reflect on how their actions
affect others feelings and perspectives and
consider likely outcomes based on behaviors
Create a SBM for the different Zones
How the Blue, Green, Yellow and Red Zone
can be expected vs. unexpected
Map out use of tools vs. staying in

unexpected zone

Expected Behaviors
How they make others

feel
Positive outcomes for

you
How you feel about

yourself
Unexpected Behaviors
How they make others

feel
Negative
outcomes for you
How you feel about

yourself

Graphing My Zones with

Perspective Taking
Good
Thoughts
Uncomfortable
Thoughts
12/15/2014
Data Driven Services

Compare graphs over course of time
Does students day become more regulated?
Look at antecedents to dysregulation (i.e. always
in math)
Notice what is working (i.e. consistently managing
self well in P.E. and recess)
Help to inform us what we could do different in
future
Exploring Various Types of Tools
Understanding
S Tools
help wake up our bodies,

feel better, and regain focus.
help us stay calm,
focused and feeling good. These are often
proactive strategies.
help us regain control
and calm ourselves.
help us stay safe and start
to calm down.
Tips for Handling an

Unexpected Red Zone
Pre-teach Red Zone tools

Safety is first priority
Limit verbals
This is not a teachable moment
-Siegel and Byrson
Validate the students feelings
Evoke some of the emotion in yourself
Give them time and space
Process later using STOP, OPT and GO Solution
Finder (Reproducible GG)
Reflecting on
how sensory
supports,
thinking
strategies and
calming
techniques
can help us
Sensory Supports
12/15/2014
Developed by Thomas, a former student, and L. Kuypers
Interactive Tools on
The Zones of Regulation App
12/15/2014
12/15/2014
Winner of the Moms Choice Award
Yoga
Twisty Triangle
Dog Pose
Snake
Pictures from The Kids Yoga Deck by Annie Buckley
Size of the Problem
Big picture thinking and objectivity

Perspective taking
Egocentric versus exocentric application

12/15/2014
Flexible Thinking vs. Rockbrain

Can be used in conjunction with Superflex
Curriculum
Memory Foam
Address cognitive flexibility

Increase perspective taking
Make visual and able to manipulate
Superflex Curriculum
Madrigal and Winner, 2008
The Inner Coach vs. The Inner Critic

Help student recognize +
& - thought patterns
I hear your Inner Critic.
What can your Inner
Coach say back?
Adaptations for younger

students:
Give + and self-talk a
name
Mr. Happy and Mr. Mean
Draw a picture of each

Include speaking bubbles
Toolbox for Older Students
Individualize
tools for each
student.
Use visual to
prompt tool
use.
Zones Poster with

Visuals of Tools
We all work on Self-Regulation!
12/15/2014
Consider your Zone tools

that help you self-regulate:
Sensory supports
Exercise, oral, fidgets, music
Calming strategies
Organization strategies
Thinking strategies
Social
Learning to use
our
tools as soon as we
move into the less
regulated states.
Students Self-Reflect and Monitor Tools
12/15/2014
12/15/2014
Positively Reinforcing
Tool Use
Caution! Triggers Ahead

Link success with
expected Zone
Recognize personal
triggers
Work to problem
solve triggers
Build foresight and
perspective taking
Overcoming Triggers
Accommodate and provide supports
i.e. visuals, seating
Modify the task

i.e. differentiate the assignment, scaffold task to
meet student within their zone of proximal
development
Establish Skills
Address underlying deficits that are interfering
12/15/2014
Problem
Solving
with
Stop,
Opt
and Go
Applicable to Nearly Everyone!

Learning activities provided
for:
Preschool & elementary age
students
Upper grade level students
Can be adapted to reach
nonverbal students or ones
with lower cognition
Used successfully with adults
Putting the Zones into Practice

Collaboration with parents and professions is
essential!
Relevant for a multi-disciplinary team
SLPs: social cognitive skills, EF, emotional awareness,
communication
OTs: self-regulation skills, EF, social skills, learning
and management of tools
Psych Field: Emotional awareness, tools
Teachers and Aides: Daily implementation,
reinforcement, generalization
Counselors/Social Workers: Bridge between Sp. Ed. &
Reg. Ed, individual intensive instruction
What Our Role Can Look Like

School Wide
Work with admin to see what student
bodys needs are
Inservice/Educate staff on concepts and
strategies to enhance the social
emotional skills of all students
Help foster a supportive culture with
common language
Consult on problems
Provide resources for staff
Work with team on rolling it out
Whole class
Push in lessons for regular education classrooms

Student generalizes skills with teacher reinforcement
Supportive culture: we all work on self-regulation
Common way for teacher to approach behavior needs
for all students

Ongoing coaching and consulting with teacher

Small groups
Students with similar needs
together learn and practice
critical skills
Builds a supportive
community
Individual therapy
Intensive intervention
Significant individualization
to meet needs
Assist in carry-over between
home/community/school
environment
12/15/2014
How Does The Zones Mesh with

Other Strategies/Approaches?
The Zones is not a stand alone concept
Best when infused with what student already
knows and can build from
Integrate into the Positive Behavior Support
Plan and RTI
Incredible 5-Point scale, Second Step and Alert
Program can be used in conjunction
Zones with 5-Point Scale
Assessment and Data Collection
Observation
Interview
Behavior Rating Inventory of Executive Function (BRIEF)
Sensory Processing Measure (SPM) or Sensory Profile
Behavior Assessment System for Children, Second Edition
(BASC-2)
Social Skills Rating System (SSRS)
ILAUGH Model-informal social cognitive assessment by
Michelle Garcia Winner)
SCERTS Model- Informal measure examining regulation
abilities and mutual vs. self-regulation (Prizant et al)
Self-Regulation Data Collection (available on
www.zonesofregulation.com)
12/15/2014
12/15/2014
Using The Zones Proactively!

Everyone stands to benefit from learning
about self-regulation
Creates a culture of understanding and
acceptance
Incorporate regulation & mindfulness
strategies into daily routines
Routinely allows for practice and reflection on
tools when in a calm state
Aides in problem solving positive solutions
Promotes independent regulation
Find The
on the Web
-The Zones of Regulation (Info)

-The Zones of Regulation in Action
(group forum)
-Training info & schedule
-Purchase books/products
-Research
-Free Share Page
-Email Sign-up
Useful Websites
www.5pointscale.com
www.executivefunctiontherapy.com (Sarah Ward)
www.rti4success.org
www.livesinthebalance.org (Ross Greene)
www.jillkuzma.wordpress.com
www.kimochis.com
www.mscd.edu/extendedcampus/toolsofthemind/
www.thegraycenter.org
www.spdfoundation.net
www.braingym.org
www.autisminternetmodules.org
www.alertprogram.com
References and Resources

Amen, D. (1998). Change your brain, change your life.
Ayres, A. J. (1972). Sensory integration and the child.
Barkley, R. A. (1997). Behavior inhibition, sustained attention, and executive functions:
Constructing a unifying theory of ADHD. Psychological Bulletin,121(1), 65-94.
Blair, C., & Razza, P. (2007). Relating Effortful Control, Executive Function, and False
Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child
Development, 78(2), 647-663.
Bronson, M. (2000). Self-regulation in early childhood.
Buckley, A. The kids yoga deck
Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale.
Cain, J. (2000). The way I feel.
Curtis, J. L. (1998). Today I feel silly & other moods that make my day.
Dawson, P. and Guare, R. (2009) Smart but Scattered.

Dennison, P., & Dennison, G. (1994). Brain gym: Teachers revised edition
Greene, R. W. (2006) The explosive child
Greenspan, S. (1997). Infancy and early childhood- The practice of clinical assessment
and intervention with emotional and developmental challenges.
References and Resources Continued

Kopp, C. (1982) Antecedents of self-regulation: A developmental Perspective
Kuypers, L. M., (2011). The zones of regulation: A curriculum designed to foster selfregulation and emotional control.
Leibermann, D., Giesbrecht, G.F., & Muller, U. (2007). Cognitive and emotional aspects of
self-regulation in preschools. Cognitive Development, 22(4), 511-529.
Madrigal, S. & Winner, M. G., (2008). Superflex: A superhero social thinking curriculum.
Miller, L. J. (2006). Sensational kids.
Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger syndrome
and sensory issues.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A.,& Rydell, P, (2006). The SCERTS model: A
comprehensive educational approach for children with autism spectrum disorders.
Sautter, E. & Wilson, K., (2011). Whole body listening Larry at school/home.
Siegal, D. & Byson, T. P. (2011). The whole-brain child.
Williams, M. S. & Shellenberger, S. (1994). How does your engine run? A leaders guide to
the alert program for self-regulation.
Winner, M. G., (2005). Think social! A social thinking curriculum for school-age students.
12/15/2014

Leah Kuypers Handouts Zones of Regulation

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Leah Kuypers Handouts Zones of Regulation

Hochgeladen von

Copyright:

Verfügbare Formate

The Zones of Regulation

The Big Picture

The Zones of Regulation

Progress into Language Strategies

During Pre-School years:

The Zones of Regulation

Jordan will selfregulate with

Goal ideas offered in the Zones of Regulation curriculum book.

Brains Potential Effects on Behavior

The Zones of Regulation

Research shows that teachers can have a

1. Sensory Processing and

The Zones of Regulation

Modulating our Senses

The Zones of Regulation

Sensory Preferences and Lifestyle

Avoiding to Seeking Scale

EF skills have been closely linked to academic

The Zones of Regulation

EFs Effect Regulation Cont.

The Zones of Regulation

Children learn it is socially appropriate to

Social Cognition &

Curriculum designed to teach students how the

The Zones of Regulation

Integration of Social Thinking

Our Well of Coping Capacity

The Zones of Regulation

A framework to simplify how we think about and

A way to shame for

Feelings and States determines

Expression of Zone determines if

The Zones of Regulation

To teach the students:

What Was Needed:

Incorporated Ideas From:

The Zones of Regulation

Evidence Based Practice v.s.

Zones Concept is grounded by science and based on

S used to describe levels

sad, sick, tired or bored.

The Zones of Regulation

Lesson 1 and Adaptations:

The Zones of Regulation

Using Childrens Literature

The Zones of Regulation

Assessing students awareness

Zones Flip Book for Desk

Is it Get Back to Green or

The Zones of Regulation

Exploring Emotions & Zones in Others

Pairing facial expressions with

The Zones of Regulation

Voice tone, rate, volume

Draw a Picture of Self

8th Grade Student

The Zones of Regulation

Social Behavior Maps (SBM)

Map out use of tools vs. staying in

Michelle Garcia Winner, 2005

How they make others

Positive outcomes for